Learning Styles vs Teaching Styles

http://www.sosu.edu/cidt/briefs/tb1.htm

Though controversial in some quarters, research continues to

build a strong case for the impact of learning style upon
acquiring and mastering knowledge. The underlying thesis is that
one learns more effectively when information is presented in a
manner congruent with one’s favored method of acquiring and
processing information. One scheme classifies learning styles
into four domains with each domain subdivided into two styles.

Information Handling Domain vs Learning Styles (1)

Information Handling Domains
Processing Perception Input Understanding

Active 67% Sensing 57% Visual: 69% Sequentia 71%

l
learn best by prefer data and prefer easily make
doing something facts. charts, linear
physical with diagrams and connections
the information pictures. between
individual steps
Reflectiv 32% Intuitiv 42% Verbal 30% Global 28%
e e
do the prefer theories prefer the must get “big
processing in & spoken or picture” before
their heads interpretations written word. individual pieces
of factual fall into place
information

How do these domains and categories play out in the typical

classroom? Current research, though sketchy and preliminary,
strongly suggests that college students are generally active,
sensing, visual, sequential learners; as opposed to reflective,
intuitive, verbal, global learners (see above). Roughly
translated, most college students receive instruction by the
traditional lecture method, while their learning styles are
incompatible with that delivery mode. In short, there’s a
disconnect between teaching style and learning style. It’s like
teaching the blind with pictures and teaching the deaf with the
spoken word.

That college-age students grew up with television, movies,

video, and video-games exacerbates the situation. After all,
the “video game” generation has developed finely honed skills in
interacting with machines having computer components, computers,
interpreting visually displayed data, and “seeing the big
picture.” Moreover, these people have developed an intuitive
“feel” for the new media, along with heightened impatience. Note
that in all categories but Sequential (following table) the
learning styles of today’s students favor teaching formats other
than lecture.

Learning Styles vs. Lecture (1)

Learning Styles Lecture
Characteristics
67% Active 32% Reflective
(Passive)
57% Sensing 42% Intuitive
69% Visual 30% Verbal
28% Global 71% Sequential

Having become aware of the importance of learning styles, you

can take steps to reach your students who fail to respond to
your instruction as well as you would like. Why not begin by
assessing your student’s learning style? Have your students go
to
http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/
ilsweb.html for an online learning style assessment and have
them share the results with you. You can find other assessment
instruments by searching “inventory of learning styles.” Once
done, you might wish to modify your style to accommodate their
style of learning.

Though the evidence appears to roundly condemn the lecture

format, it does not! The lecture is an ancient form and has
stood the test of time. Even so, current instructional
technology can help you “spice up” your lectures with all manner
of visual and auditory support. In fact, appropriate use of
instructional technology can even be fun. For your students it
can help increase retention, make learning relevant, and even
enjoyable.

Reference
1. Susan M. Montgomery, “Addressing Diverse Learning Styles
Through the Use of Multimedia” ASEE/IEEE Frontiers in
Education '95 Session 3a2 – MULTIMEDIA
http://fie.engrng.pitt.edu/fie95/3a2/3a22/3a22.htm